Relações que um professor de matemática estabelece com os saberes da profissão em práticas mediadas por tecnologias

• Ano de defesa: 2018
• Autor(a) principal: Costa, Helen do Rosário Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Saberes docentes; Tecnologias digitais de comunicação e informação; Ensino de matemática; Desenvolvimento profissional docente; Teaching knowledge; Digital information and communication technologies; Mathematics teaching; Teaching professional development; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/32073

This study was an analysis about the construction of the professional knowledge of a mathematics teacher with the appropriation of the Digital Information and Communication Technologies-DICT. In this way, the following research problem was formulated: How did the process of construction of the professional knowledge of a mathematics teacher with the incorporation of the DICT in its pedagogical practice take place? Its main objective is to analyze the relationships that a mathematics teacher establishes with the teachers' knowledge mobilized in their process of appropriation of the DICT in their pedagogical practice. As a result, the following specific objectives were formulated: to identify elements that constitute the process of professional development of this teacher, based on the need to insert technology in their practice; to identify the knowledge mobilized by the subject of the research and the reflections about its practice when mediated by digital technologies in the narrative of the teacher and in the researcher's memorial; to analyze how the teacher conceives the mathematical knowledge and how the technology is incorporated / worked in the context of its pedagogical practice. In this regard, this study is justified by the need to highlight the successful teaching practice of this teacher along with the incorporation of the DICT, in order to know the construction of the professional teacher knowledge. For this purpose, we worked through an investigation with a qualitative approach that takes as object of analysis the autobiographical narrative o f the teacher and the memorial of the researcher. The data analysis was based on the assumptions of the Grounded Theory - GT. In the midst of the analysis process, the following categories were highlighted: Teacher Training, Pedagogical Practice with Teaching Mathematics and The Use of DICT in Teaching. From these categories the emergent category which is the central axis of this research: The process of Professional Development Teaching. As a result it was revealed that the pedagogical know how of the teacher in question came from a process of continuous development.